Stimulus
Kindergarten Science
Unit 1: Exploring Environmentally Appropriate and Responsible
Practices
7 days
Demonstration -washing hands
Concept anchor charts
Diagram- recycle symbol
file:///C:/Users/JAM/Downloads/12_S00K010
1C_Recycling%20Symbol.pdf
Visual/Image
Illustration
Model
Informational Text
Video clips
-brainpop jr.
-hands washing video
-Reduce, reuse, recycle video
Songs
Hands washing song
file:///C:/Users/JAM/Downloads/12_S00
K0101B_Wash,%20Wash,%20Wash%20Y
our%20Hands.pdf
Power Point
Litter in our environment
From old science cscope
lessons
You tube videos on germs and
hands washing
https://www.youtube.com/watch?v=Vr6GQN-z_2s
Ping Pong
K.3A Identify and explain a problem such as the impact of littering on the playground and
propose a solution in his/her own words.
K.4A Collect information using tools, includingcomputers, hand lenses, primary balances,
cups, bowls, magnets, collecting nets andnotebooks; timing devices, including clocks and
timers; non-standard measuring items such as paper clips and clothespins; weather
instruments such as demonstration thermometers and wind socks, and materials to
support observations of habitats of organisms such as terrariums and aquariums.
K.8A Observe and describe weather changes from day to day and over seasons.



Students may think that hand washing is only important if you
are sick or if your hands appear dirty.
Students may think that recycling does little to protect the
environment.
Students may think that recycling isn’t necessary because the
Earth has an infinite supply of natural resources.
Students may feel that because of their age, they cannot make
a difference in conserving resources or protecting the
environment.
Vocabulary
germs
healthy
litter
problem
responsible
safety
conservation
Environment
solution
resources
Journals
Verbal
Justifications
Activites
Recycle Sort with real
objects
Starfall Earth Day video
Recycle cut and glue
recording page
# of Days
Notes
Anchor Chart
1
Sort different types of waste materials
into categories- paper, plastic, glass etc.
Bring in recyclable items from home to
sort
Quick Write
(1 minute
paper, graffiti)
1
http://www.starfall.com/n/holiday/eart
hday/play.htm?f
1
file:///C:/Users/JAM/Downloads/12_S00K0101F_Is%20it
%20Trash%20or%20Recyclable%20PI.pdf
Glitter germ activity
1
https://www.pinterest.com/pin/4251680210507
40759/
Hands washing sequence
activity
1
https://www.pinterest.com/pin/2875971261785
55240/
Germs are not for sharing
activity
1
https://www.pinterest.com/pin/1901364154876
54450/
Cover your mouth when
you sneeze activity
1
https://www.pinterest.com/pin/7248049370521
591/
Germs Make me Sick
book
1
https://www.pinterest.com/pin/2337650368779
01112/
I can recycle activity
1
https://www.pinterest.com/pin/81768549461744410/
Recycling game
1
https://www.pinterest.com/pin/1618549845600198/
Books on recycling
2
https://www.pinterest.com/pin/29273466306878310/
https://www.youtube.com/watch?v=TCBoDZrTncg
Recycle
Reuse
reduce
Notes
3-2-1
Summary
Misconceptions:

Evidence of
Learning
Recording
Guide
K.1A Identify and demonstrate safe practices as described in the Texas Safety Standards
during classroom and outdoor investigations, including wearing safety goggles, washing
hands, and using materials appropriately.
K.1B Discuss the importance of safe practices to keep self and others safe and healthy.
K.1C Demonstrate how to use, conserve, and dispose of natural resources and materials
such as conserving water and reusing or recycling paper, plastic, and metal.
https://www.pinterest.com/pin/41707561546
5741869/
Lead4ward Instructional Strategies
Look out for Litter book
https://www.pinterest.com/pin/190628996698533670/
Exit Ticket
Think alouds
Graphic
Organizers,
Thinking
Maps®, or
Foldables
KWL chart
Oral
responses
Thumbs
up/down
Grade Kindergarten Science- Unit 1
Unit 1: Exploring Environmentally Appropriate and Responsible Practices
Thinking:
Analyze,
Interpret
Apply
Cause, Effect
Compare
Classify,
Categorize
Create,
Develop
Pre-planned Questions
Look at __. Read __. What do you notice?
What does __ mean?
Do we have all the information?
What else do we need?
Now that we know __, what else could we find? How?
What strategy should we use?
What other items might be like the one we just looked at?
Why did this happen?
What would happen if this ____ was changed to __?
How are these alike?
How are they different?
Group all of the __ together.
Tell whether this is __ or __. Explain.
Write __.
Sketch/draw __.
Complete __.
Come up with __.
Draw
What else do you know?
Conclusions Based on __, what else must be true?
Evaluate
Generalize
Infer
7 days
What does it mean to be safe?
How should we be safe in centers? Model it
What would happen if I were running with
scissors?
Show visual picture
Identify safety
Draw a picture of being safe
Tell me of a time that you made a safe choice
Does this make sense? Why or why not?
Will this work?
Which is better? Why?
What do all of these have in common?
Develop a rule or definition.
Is it safe to say that all __ are __?
What are the exceptions to this rule?
Since we know __ and __, what else is probably true?
Make
In what way is this like __?
Connections Remind me why we did all this. What was the point?
Predict,
Estimate
What might happen next?
Take a guess.
Sequence/
Order
Complete the pattern.
What should we do first? Next? Last?
Summarize
What’s another way to say this?
Put this in your own words.
Tell a story, have students predict what will
happen next.